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THE BRITISH COLUMBIA ASSOCIATION FOR BEHAVIOUR ANALYSIS
10th Annual
March 2nd & 3rd, 2018
Neville Scarfe Building, University of British Columbia 2125 Main Mall
CEUs available for BCBAs and BCaBAs CEUs will be purchased online, with event registration.
Early Registration deadline: February 25th, 2018.
Visit bc-aba.org/events or contact conference@bc-aba.org for more information.
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IN SPONSORSHIP WITH:
Pre-Conference Workshop Speaker Tiffany Kodak, Ph.D., BCBA-D
Dr. Tiffany Kodak is currently an Associate Professor in the Experimental Psychology program at the University of Wisconsin-Milwaukee, although she will be transitioning to a faculty position in a newly developed Behavior Analysis program at Marquette University in Milwaukee, WI. Dr. Kodak is a licensed psychologist, licensed behavior analyst, and a Board Certified Behavior Analyst- Doctoral (BCBA-D). Dr. Kodak is the Executive Director of the Center for Language Acquisition and Social Skills Intervention, which provides services to children with autism in Southeastern Wisconsin. She is currently an Associate Editor for the Journal of Applied Behavior Analysis and is on the editorial boards of The Analysis of Verbal Behavior, Behavior Analysis in Practice, Learning and Motivation, and the Review Journal of Autism and Developmental Disorders. Her research interests in the area of early intervention for children with autism spectrum disorder include increasing the efficiency of academic instruction, treatment integrity, assessment-based instruction, verbal behavior, and computer-assisted instruction.
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Special Guest Speaker, via live Video Conferencing
Lisa Britton, Ph.D., BCBA-D
Dr. Lisa Britton’s current interests revolve around the delivery of quality supervision for BCBA/BCaBA candidates and ethics within the field of behavior analysis. She obtained her B.S. from the University of North Dakota. She then completed her graduate training at the University of Nevada, Reno under the direction of Dr. James Carr. Upon graduating, she worked at Spectrum Center Schools and Programs for over 15 years where she focused on supporting the Senior Behavior Analysts who provided behavioral supports to students with Special Education needs in their educational environment. In 2015 Dr. Britton launched Britton Behavioral Consulting, a company designed to provide fieldwork supervision for people working to become a BCBA/BCaBA. Her primary focus is on the delivery of remote supervision for those who are unable to obtain quality supervision in their immediate community. Concurrently, Dr. Britton is an adjunct faculty for Touro University and The Chicago School of Professional Psychology. She teaches a variety of courses for master’s students seeking to meet the
requirements to sit for the BCBA exam as well as Ph.D. students through The Chicago School. With 17 years as a BCBA, nine publications, and two decades in the field, Dr. Britton has a clear understanding of the skills necessary to be a successful behavior analyst.
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Special Guest Speaker, Break-Out Session, Scarfe Auditorium
Marc J. Lanovaz, Ph.D., BCBA-D
Marc J. Lanovaz, Ph.D., BCBA-D, is an Associate Professor in the École de psychoéducation at the Université de Montréal and Researcher at the Centre de recherche du CHU Ste-Justine. He was also the founding president of the Québec Association for Behaviour Analysis. His research program has been funded by many major grant agencies in Canada such as the Canadian Institutes for Health Research, the Social Sciences and Humanities Research Council, the Fonds de recherche du Québec, and the Office des personnes handicapées du Québec. Dr. Lanovaz has authored more than 20 publications on the development, assessment and treatment of stereotypy in children, adolescents, and adults with developmental disabilities.
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10TH ANNUAL BC-ABA CONFERENCE SCHEDULE SUMMARY – FRIDAY MARCH 2ND, 2018.
5:15 – 6:00 pm REGISTRATION FOR THE EVENING WORKSHOP, SCARFE BUILDING FOYER
6:00 – 9:00 pm
Pre-Conference Workshop TREATMENT INTEGRITY IN SKILL ACQUISITION
Dr. Tiffany Kodak CEUs
* You must be a BC-ABA member to attend the pre-conference workshop
9:00 – 9:30 pm CEU RECIPIENTS SIGN-OUT, SCARFE BUILDING FOYER
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10th Annual BC-ABA Conference Schedule Summary – SATURDAY March 3rd, 2018.
8:00 – 8:50 REGISTRATION FOR THE CONFERENCE, SCARFE BUILDING FOYER
9:00 – 10:30
Utilizing Behavioural Skills Training in a Remote Supervision Model Lisa Britton Room 100
Supervision CEUs
10:30 – 11:00 BC-ABA Annual General Meeting (Room 100)
11:00 – 11:15 BREAK: Coffee and snacks in Scarfe Foyer
Room 100 Room 209 Room 206 Room 207 Room 208
11:15-12:45
Session 1
Mini-Seminar CEUs
The role of function in the application of
behaviour reduction
procedures
Kathryn Edmondson,
Kathryn Theroux, Katie Allen,
Maria Turner, Mary Penrice, Samantha
Anderson
Mini-Seminar CEUs
Common PECS
Instructional Errors and How to Avoid Them
Pat Mirenda
Mini Seminar CEUs
Launching into Adulthood: Best Practices in Goal
Setting and Resources
Bonnie Stein, Sharon Baxter, Sara White
(AutismBC)
Mini-Seminar CEUs
Assessment and Treatment of
Restrictive and Repetitive
Behaviours in Children with
Autism
Ofelia Flores &
Maureen Hoskyn
Mini-Seminar CEUs
Where’s the love? Why ABA has a dubious
reputation
Bobbi Hoadley
12:45 – 1:30 POSTER SESSION – Scarfe Foyer
LUNCH: Included with Online Registration
1:30 – 3:00
Session 2
Mini-Seminar CEUs
Identifying Empirically-Supported
Interventions for Practice: What
Works with Stereotypy?
Marc Lanovaz
Mini-Seminar CEUs
Sexual Health Development &
Knowledge: Applications of ABA for Autism
Landa Mark
Traditional Papers CEUs
Revisiting ‘cool’: Extended research
and data from various
applications of a treatment package
for social skills
Harley Lang & Joan
Broto
Behaviour Analysis,
Attachment and Self-Regulation Approaches- Is There Common
Ground?
Kelly MacGregor
Mini-Seminar CEUs
Insights and practical
applications to staff recruitment,
training, and retention
Heidi St. Pierre & Bethany Schilling
3:00 – 3:15 BREAK: Coffee, pastries, etc. in Scarfe Foyer
3:15 – 4:45
Session 3
Panel Discussion: Current Topics in Ethics in Service Delivery
Emily McCallum, Elizabeth Sparling, Preetinder Narang, Miriam Elfert Room 100
Ethics CEUs
4:45 – 5:45 CEU SIGN-OUT, SCARFE BUILDING FOYER
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Pre-Conference Workshop
Scarfe 100, 3.0 CEUs
TREATMENT INTEGRITY IN SKILL ACQUISITION
Dr. Tiffany Kodak Although the literature on skill acquisition shows
that behavior analysts have effective and efficient
interventions for teaching consumers new skills,
the integrity with which skill-acquisition programs
are implemented effects learning. Strategies that
promote the integrity of behavioral interventions
are increasingly important to ensure that the
expanding number of behavioral providers are
implementing interventions with a level of accuracy
that is likely to lead to beneficial outcomes. This
workshop will review the literature on treatment
integrity and skill acquisition, describe the
influence of various types of errors in instruction on
learning outcomes, identify ways to measure
treatment integrity during service delivery, and
discuss strategies to promote high levels of
integrity in service delivery.
Guest Speaker
Scarfe 100, 1.5 Supervision CEUs
UTILIZING BEHAVIORAL SKILLS TRAINING
IN A REMOTE SUPERVISION MODEL
Dr. Lisa Britton
As more people seek to obtain their Board Certified
Behavior Analyst (BCBA) certification through
online coursework, there is a greater need for the
use of evidence based practices including
behavioral skills training (BST) in remote
supervision. The purpose of this presentation is to
outline steps supervising BCBAs can take to ensure
quality supervision. The first step in this process is
to develop a scope and sequence aligned to the
Behavior Analysis Certification Board (BACB) task
list. The next step includes teaching concepts to
competency and utilizing systems to ensure that
supervisees are able to demonstrate performance
in an applied capacity. The final area of focus
includes building competency in all areas that will
be expected of the supervisee once he/she
becomes a BCBA.
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BC-ABA Annual General Meeting
Scarfe 100, 10:30-11:00 AM
All BC-ABA members are invited and encouraged
to attend the AGM right after the guest speaking
event. Reports will be presented from each
committee on the board as well as the results from
the latest election.
Concurrent Session 1, 11:15 am – 12:45 pm
Mini-Seminar; Scarfe 100; 1.5 CEUs
THE ROLE OF FUNCTION IN THE
APPLICATION OF BEHAVIOUR REDUCTION
PROCEDURES
Presenters: Kathryn Edmondson, Kathryn
Theroux, Katie Allen, Maria Turner, Mary
Penrice, Samantha Anderson
This session will describe how functional analysis
procedures were utilized in a variety of settings,
including school and residential, allowing for the
development and implementation of effective,
function-based interventions. A discussion of
function-based interventions targeting the
reduction of challenging behaviours in a school
setting, the reduction of vocal and motor
stereotypy, and the reduction of aggression during
mealtimes will be presented. By the end of the
session, participants will be able to identity various
functional assessment procedures and essential
components of effective teaching procedures for
behaviour reduction interventions across a variety
of settings and behaviours.
Applied Research, Intermediate
Mini-Seminar; Room 209; 1.5 CEUs
COMMON PECS INSTRUCTIONAL ERRORS
AND HOW TO AVOID THEM
Presenter: Dr. Pat Mirenda
The Picture Exchange Communication System
(PECS) is an evidence-based practice that is widely
used with both children and adults. However,
many minimally verbal individuals who are exposed
to PECS instruction are unable to initiate even basic
requests in the absence of adult directives. In many
cases, this lack of spontaneity is the result of
instructional errors during PECS implementation.
This session will identify the most common of these
errors and offer suggestions for remediation.
Applied Research, Intermediate
Mini-Seminar; Room 206; 1.5 CEUs
LAUNCHING INTO ADULTHOOD: BEST PRACTICES IN GOAL SETTING AND
RESOURCES
Presenters: Bonnie Stein, Sharon Baxter (AutismBC)
AutismBC will present the Launch into Life!
program that helps families to assess, set goals and
develop action plans for the transition to adulthood
through five domains: Health & Well-Being,
Education & Employment, Communication & Social
Relationships, Independent Living Skills & Self-
Advocacy, and Legal & Financial Issues. It focuses
on discovering personal strengths and areas for
growth based on each youth’s interests, abilities
and needs. Participants/Professionals who work
with families to facilitate transition planning as
they prepare for adult life will be introduced to the
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BC Launch Resource Guide as a planning tool and
best practice strategies for goal setting.
Service Delivery, Introduction
Mini-Seminar; Room 207; 1.5 CEUs
ASSESSMENT AND TREATMENT OF RESTRICTIVE AND REPETITIVE BEHAVIOURS
IN CHILDREN WITH AUTISM
Presenters: Ofelia Flores, Maureen Hoskyn
Children with Autism frequently engage in
restrictive repetitive behaviour (i.e. RRB) at levels
that require intervention. If not addressed, this
behaviour interferes with the student’s inclusion
and slows or prevents the acquisition of a variety of
age appropriate skills (e.g., social, academic).
Effective strategies with high social and ecological
validity are required to prevent and decrease RRBs
within the family and educational settings. An
approach to manage RRBs starting with a
functional behavioural assessment followed by the
presentation of a variety of function based
interventions that have resulted in effective
reduction of the levels of these behaviours will be
discussed.
Applied Research, Introductory
Mini-Seminar; Room 208; 1.5 CEUs
WHERE’S THE LOVE? WHY ABA HAS A DUBIOUS REPUTATION
Presenter: Bobbi Hoadley
As Applied Behaviour Analyst’s we like to think we
have all the answers, or at least the best answers
because of our pure science foundation.
Nonetheless, ABA is too often misunderstood and
rejected as a therapy worldwide. The research and
articles within the ABA literature regarding this
phenomenon will be summarized and reviewed.
There are special issues in Canada and British
Columbia that have aggravated misunderstanding
locally. The presentation will include a discussion
of those issues to raise the awareness of Behaviour
Analysts and support problem-solving, when
rapport and compliance from clients is lacking.
Service Delivery, Introductory
Poster Session
12:45pm - 1:30pm – Scarfe Building Foyer
AN EVALUATION OF THE TRANSFER FROM PICTURE EXCHANGE COMMUNICATION
SYSTEM TO A SPEECH GENERATED DEVICE LAMP WITH A YOUNG CHILD DIAGNOSED
WITH AUTISM SPECTRUM DISORDER
Presenter: Lauren Matthews
Picture Exchange Communication System (PECS) is
an augmentative and alternative communication
(AAC) system designed to support individuals with
limited speech (Bondy and Frost, 2001). PECS
provides the individual with an opportunity to
appropriately communicate their wants and needs
by exchanging a picture to access a desired item or
activity. Speech generating devices (SGD) are
another method which can provide functional ways
for individuals with limited speech to communicate.
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Speech generating devices provide an easily
accessible communication system, a larger
vocabulary and voice output. This poster will
summarize data collected on the duration of
acquisition of verbal operants from PECS to
Language Acquisition through Motor Planning
(LAMP).
SIBLINGS, AUTISM AND THE IMPACT OF CHALLENGING BEHAVIOUR:A REVIEW OF
THE LITERATURE
Presenter: Doireann O’Brien The sibling relationship may be the longest and
most consistent relationship of one’s life. Research
focusing on the siblings of children with Autism has
been slow to develop as the primary focus has
examined the parents. However, increased
attention has been paid to the family and sibling
research has been gaining momentum in recent
years. Current research is variable indicating links
to either complexities developing in mental health
and increased stress or minimal negative effects to
sibling health and well-being. This literature review
determines to focus on the area of challenging
behaviour, siblings and autism and thoroughly
examine the impact reflected in current research of
sharing a life with a sibling with autism and
challenging behaviour.
COMPARING EYE GAZE AND REACHING AS A METHOD OF COMMUNICATION
Presenter: Sarah Gonzales
Augmentative and Alternative Communication
(AAC) has been shown to be effective to teach
children with Autism Spectrum Disorder and
deficits in vocal-verbal language to mand. Research
is lacking for children with ASD and motor
difficulties that inhibit traditional AAC use. A
multielement design will examine and compare the
effects of teaching a child with ASD and motor
delay to touch a picture on a board, to gaze at a
picture, and to reach towards preferred items.
Results will display the effects of each treatment,
and whether one is more effective than others.
USING HEART RATE TO REGULATE EXERCISE INSTENSITY DURING
CARDIVASCULAR FITNESS TRAINING
Presenters: Joshua Atkinson & Sarah Pastrana
This case study focused on the methods used to
create a flexible program for building both
cardiovascular fitness and independent use of
aerobic exercise machines in public gyms. The
featured behavioural program uses heart rate
measures and a training hierarchy to create a self-
regulating training program. The training program
adjusts for performance fluctuations, illness, and
other atrophy-causing events. This program may
be helpful in supporting learners in cardiovascular
exercise while decreasing the risk of under- or
overexertion.
AN EVALUATION OF THE PERFORMANCE DIAGNOSTIC CHECKLIST – HUMAN
SERVICES RECOMMENDED INTERVENTIONS ON TASK COMPLETION IN A HOME-BASED
EARLY INTERVENTION PROGRAM
Presenters: Elizabeth Goldstone, Stephanie Price
Evans, & Benjamin N. Witts
Diagnostic Checklist – Human Services (PDC-HS) to
identify environmental variables contributing to
staff performance deficits in home-based applied
behaviour analysis programs and possible tactics to
address performance deficits. A combination of
behaviour skills training and a task completion
checklist were successful in decreasing incomplete
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tasks to zero for one behaviour interventionist. A
subsequent cost-benefit analysis uncovered
significant savings to the student’s yearly funding
allocation as a result of increased staff
performance.
ADJUSTING TASK MATERIALS TO INCREASE INTERVENTION SESSION PROGRAM
VARIETY
Presenters: Harley Lang & Joan Broto
In this case study, the Performance Diagnostic
Checklist – Human Services (PDC-HS; Carr, Wilder,
Majdalany, Mathisen, & Strain, 2013) was used to
identify environmental factors contributing to the
low variety of intervention programs run by staff
servicing a child living with autism spectrum
disorder. The results show that written instruction,
within-stimulus prompts, and graphic feedback
were effective in increasing the number of trials
and variety of programs run in intervention
sessions. This result is further discussed in the
context of the experimental strengths and
limitations of the methods. Implications to staff
training and directions for future research are also
discussed.
SELECTING LISTENER RESPONDING PROCEDURES FOR AUDIO-VISUAL
DISCRIMINATIONS AND RESPONDING: A CASE STUDY
Presenters: Harley Lang, Melanie Pereira, Nicole
Bell, & Julee Bassetto
This case study reports the results of two attempts
to teach a specific domain of listener responding:
audio-visual discrimination and responding
(AVDR). One attempt used the simple conditional
procedure, the other used the conditional-only
procedure. The data show that the conditional-only
procedure was ineffective at increasing AVDR. The
simple conditional procedure effectively increased
AVDR for this particular student. We connect these
results to previous research on listener responding
and discuss the importance of assessment in
choosing teaching strategies.
REDUCTION OF AUTOMATICALLY REINFORCED SPITTING IN AN INDIVIDUAL
WITH AUTISM
Presenters: Michelle DeBruyn & Julee Bassetto
Based on a functional assessment of the spitting
behaviour, treatment history, and a review of the
literature, positive punishment was selected to
treat spitting for automatic reinforcement in an
individual with autism. The literature review
indicated that overcorrection is an effective
punishment procedure to decrease automatically
reinforcing behaviours. This presentation will focus
on the process of the functional behaviour
assessment, determining the best treatment plan,
and implementation of the procedure. The data
collected prior to and during the intervention
illustrate a decreasing trend in the behaviour; the
procedure continues to be an effective part of the
individual’s therapy.
USING HIGH-PROBABILITY REQUEST SEQUENCES TO ADDRESS PROMPT
DEPENDENCY
Presenters: Kitty Lau
Prompt dependency is defined as a reliance on a
controlling prompt to evoke correct responding.
This can be a barrier to developing independence in
children with autism spectrum disorder (ASD). The
poster will review the use of high-probability
request sequences in an intervention to increase
unprompted responses to comply with an adult’s
instruction, and to decrease the latency of
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responding to the instruction, for a child with ASD.
A literature review on strategies used to address
prompt dependency, the targets used in the
intervention, as well as the outcome of the
intervention will be discussed.
Concurrent Session 2, 1:30 pm – 3:00 pm
Mini-Seminar; Scarfe 100; 1.5 CEUs
IDENTIFYING EMPIRICALLY-SUPPORTED INTERVENTIONS FOR PRACTICE: WHAT
WORKS WITH STEREOTYPY?
Presenter: Dr. Marc Lanovaz
Many children, adolescents, and adults with
developmental disabilities engage in stereotypy,
which are repetitive vocal and motor behaviors that
have no apparent social function. Despite being
physically harmless, stereotypy often interferes
with social integration, daily functioning, and
learning. The purpose of the presentation is to
examine empirically-supported interventions
designed to reduce engagement in stereotypy. To
this end, Dr. Lanovaz will first explore the notion of
empirical support as it relates to behavioral
interventions and single-case experimental
designs. Second, he will review the definition,
prevalence, and functions of stereotypy in
individuals with developmental disabilities. Third,
he will present intervention strategies that are
considered as “empirically supported” by the
research literature for stereotypy. Finally, he will
discuss recent research from his lab on using
mobile technology to support parents in the
reduction of stereotypy. In sum, the presentation
should support behavior analysts in identifying and
implementing behavioral interventions designed to
reduce engagement in stereotypy in individuals
with developmental disabilities.
Applied Research, Intermediate
Mini-Seminar; Room 209; 1.5 CEUs
SEXUAL HEALTH DEVELOPMENT & KNOWLEDGE: APPLICATIONS OF ABA FOR
AUTISM
Presenter: Landa Mark
This presentation will review typical sexual
development from birth to early adulthood.
Physical development, anticipated behaviours, and
knowledge of sexual health information that is
appropriate at various ages will be covered.
Presented parallel to this information will be
information about how principles of, and
technology based on, Applied Behavior Analysis
can be used to help teach this important
information to individuals with autism. Where
available, applied research on teaching sexual
health knowledge or addressing sexual behaviours
will be reviewed. Where research is not available,
future research directions will be suggested along
with examples of possible ABA interventions.
Service Delivery, Introduction
Traditional Papers; Room 206; 1.5 CEUs
REVISITING ‘COOL’: EXTENDED RESEARCH AND DATA FROM VARIOUS APPLICATIONS
OF A TREATMENT PACKAGE FOR SOCIAL SKILLS
Presenters: Harley Lang and Joan Broto
This paper presentation reviews the teaching
interaction (Leaf, Townley-Cochran, et al., 2015)
and ‘cool versus not cool’ procedure (Leaf,
Taubman, et al., 2015) to teach a variety of social
skills. Various applications are reviewed in detail.
Some applications were run in a 1:1 setting, while
others were implemented in small groups. All
applications aimed to strengthen repertoires
relevant to social interactions in children living with
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Autism Spectrum Disorder. Social repertoires
targeted for increase included: responses to
bullying, being with the group, compliments,
greetings, initiating play, joining play, leaving
inappropriate play, losing graciously, personal
space, on-topic commenting, responding to
questions and comments, and transitioning. The
results are discussed with consideration of
generalization, rule governance, social motivation,
and the limitations of the applied settings. A model
for small-group support and its implications will be
discussed.
Applied Research, Intermediate
BEHAVIOUR ANALYSIS, ATTACHMENT AND SELF-REGULATION APPROACHES- IS THERE
COMMON GROUND?
Presenter: Kelly MacGregor
Many behaviour analysts working to change child
problem behaviour in community settings, will
acknowledge there is some relationship between
problem behaviour and adverse childhood
experiences such as trauma and caregiver change.
Many of us will also acknowledge that a child’s
ability to control impulses (i.e., his ability to ‘self-
regulate’), can have an impact on frequency and
severity of behavioural outbursts. This session will
consider attachment and self-regulation based
treatments for problem behaviour, in contrast to
behavioural procedures. Evidence for attachment
and self-regulation treatments will be reviewed
briefly and compared to evidence for applied
behaviour analytic treatments for similar
behavioural challenges.
Service Delivery, Introduction
Mini-Seminar; Room 207; 1.5 CEUs
INSIGHTS AND PRACTICAL APPLICATIONS TO STAFF RECRUITMENT, TRAINING, AND
RETENTION
Presenters : Heidi St. Pierre & Bethany Schilling
The task of beginning an early-intensive
intervention program for a young child with an ASD
diagnosis can be a challenge. It can be even more
of a challenge recruiting, training, and retaining
quality staff to implement the intervention
program. The quality of the outcomes for that
child rely heavily on the ability of staff to
implement programs effectively and consistently.
There are many facets involved in training staff
appropriately. With this Presentation we will
outline current best practices in staff training,
applications from the research within our
organization, out-of–the-box solutions for training
staff on a budget, and some examples of staff
training procedures and data collection systems we
utilize in our early-intensive intervention programs.
Service Delivery, Introduction
Ethics Panel, 3:15 – 4:45 pm
Scarfe 100; 1.5 Ethics CEUs
PANEL DISCUSSION: CURRENT TOPICS IN ETHICS IN SERVICE DELIVERY
Presenters: Emily McCallum, Elizabeth Sparling, Preetinder Narang, Miriam Elfert
Behaviour Analysts are expected to adhere to the
BACB Professional and Ethical Compliance Code
for Behaviour Analysts in all aspects of their
practice, with clear responsibilities to their clients.
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In practice, we frequently come up against
scenarios that challenge our ability to deliver
service that meets the needs and rights of the
client. In this panel discussion, we will present and
discuss how to maintain our professional and
ethical responsibilities to clients within the
constraints sometimes encountered in early
intervention, school support, and adult support
systems.
Service Delivery, Introductory
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Exhibitors:
Special Thanks! BC-ABA wishes to acknowledge the financial and in-kind support provided by the University of British Columbia and the Autism BC.This conference would not be possible without their generous contributions! Registration Information: Registration for the 10th annual BC ABA conference is now available on-line. Please visit www.bc-aba.org and follow the event listing links to register for both the pre-conference workshop and the BC-ABA conference. Please note you MUST be a current and logged-in BC-ABA member in order to register for the pre-conference workshop and to qualify for the member price for the conference. Please ensure you are LOGGED-IN if you are a member to obtain the member price and
to register for the pre-conference workshop. You can become a member on-line. Early on-line registration closes February 25, 2018. After this date you can register at the door on the day of the conference for a fee of $100.00 for both members and non-members. Please note lunch will not be guaranteed for day of registrations.
REIGSTRATION FEES Current members:
Workshop: $30.00*
Conference: $50.00
Non-members:
Conference: $100.00
*please note ONLY current members are able to register for the workshop CONTINUING EDUCATION UNITS (CEUs)
If you are a BCBA in good standing then you can register to receive CEUs at both the workshop and conference. Pre-registration for CEU packages for both the workshop and the conference is
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required and is easy to add to your online registration. There will be NO refunds for CEU packages for either event. If you are presenting at the conference please choose the CEUs presenter package and enter the code you were given in your acceptance letter. All CEU certificates will be emailed to you after the conference.
Workshop CEU package: $15.00 (3 CEUs)
Conference CEU package (non-presenter): $30.00 (6 CEUs)
Conference CEU package (presenter): $20.00* (6 CEUs)
*please note a coupon code will be required to register for this package If you have any further questions regarding registration please email the conference committee at: conference@bc-aba.org.
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